Civil Technology PAT GR 12 2020 (Civil Services) Eng

Downloaded from hlayiso.com CIVIL TECHNOLOGY (CIVIL SERVICES) GUIDELINES FOR PRACTICAL ASSESSMENT TASKS GRADE 12 2020 These guidelines consist of 14 pages. Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology: Civil Services 2 DBE/PAT 2020 NSC TABLE OF CONTENTS PAGE SECTION 1 3 1. INTRODUCTION 3 SECTION 2 3 2. GUIDELINES FOR THE TEACHER 3 2.1 The structure of the PAT for Civil Technology 3 2.2 Management of the PAT 3 2.3 Administration of the PAT 4 2.4 Assessment and moderation of the PAT 4 2.5 Assessment 4 2.6 Moderation 4 SECTION 3 5 3. GUIDELINES FOR THE LEARNER 5 CIVIL SERVICES TASKS 5 3.1 Instructions to the learner 5 3.2 Phase 1: Installation of high-pressure geyser 6 3.3 Marking guideline for installation of high-pressure geyser 7 3.4 Phase 2: Desk lamp 8 3.5 Marking guidelines for desk lamp 9 3.6 Composite mark sheet 11 SECTION 4 12 4. OTHER RELEVANT INFORMATION 12 4.1 Absence/Non-submission of task 12 4.2 Requirements for presentation 12 4.3 Time frames 12 4.4 Declaration of authenticity 13 SECTION 5 14 5. CONCLUSION 14 Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology: Civil Services 3 DBE/PAT 2020 NSC SECTION 1 1. INTRODUCTION The 17 Curriculum and Assessment Policy Statement subjects which contain a practical component all include a practical assessment task (PAT). These subjects are:  AGRICULTURE: Agricultural Management Practices, Agricultural Technology  ARTS: Dance Studies, Design, Dramatic Arts, Music, Visual Arts  SCIENCES: Computer Applications Technology, Information Technology Technical Sciences  SERVICES: Consumer Studies, Hospitality Studies, Tourism  TECHNOLOGY: Civil Technology, Electrical Technology, Mechanical Technology and Engineering Graphics and Design. A practical assessment task (PAT) mark is a compulsory component of the final promotion mark for all candidates offering subjects that have a practical component and counts 25% (100 marks) of the end-of-year examination mark. The PAT is implemented across the first three terms of the school year. This is broken down into different phases or a series of smaller activities that make up the PAT. The PAT allows for learners to be assessed on a regular basis during the school year and it also allows for the assessment of skills that cannot be assessed in a written format, e.g. test or examination. It is therefore important that schools ensure that all learners complete the practical assessment tasks within the stipulated period to ensure that learners are resulted at the end of the school year. The planning and execution of the PAT differs from subject to subject. SECTION 2 2. GUIDELINES FOR THE TEACHER (These guidelines must be explained clearly to the learners.) 2.1 The structure of the PAT for Civil Technology The PAT accounts for the skills the learner has mastered. This is assessed at intervals and requires the learner to engage in multiple practical sessions. During these weekly sessions, skills such as simulation, experimentation, hand skills, tool skills, machine skills and workshop practice are honed and perfected to the point where the learner may engage in the tasks set out for that particular term. The PAT accounts for 25% of the learner's promotion mark. 2.2 Management of the PAT The PAT should commence in term 1, as this is a lengthy and drawn-out process and CANNOT be left to the last minute. The model should be done over THREE terms starting in term 1 and phase 1 should be done concurrently with the model in term 1. Phase 1 must be completed, marked and internally moderated by the end of term 1. Phase 2 must be completed, marked and internally moderated by 31 August 2020. (a) All the phases of the PAT should be completed and presented for assessment by the end of August 2020 to allow sufficient time for the external moderation. (b) During this phase, the teacher will do any final assessments that are outstanding. All the phases of the PAT are kept safely until the moderation process is completed (both provincial and national moderation). (c) The internal moderator/HOD must conduct moderation of the PAT throughout the year. (d) It is imperative that the criteria are adhered to from the beginning, as this will form the basis for assessment. (e) Teachers cannot penalise learners on points that are not included in the initial criteria. (f) When learners are selected during moderation (face moderation), they may be required to showcase their skills and knowledge. Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology: Civil Services 4 DBE/PAT 2020 NSC All teachers must design a pacesetter in line with the time frames specified in the PAT to indicate the completion dates for the different phases of the PAT. The teacher must manage this process to avoid crisis management and unnecessary stress closer to t he completion date of the PAT. The submission dates for the different phases of the PAT, as indicated in the pacesetter, should be given to the learners in writing. 2.3 Administration of the PAT The PAT should be based on real-life situations and should be administered and completed under controlled conditions. After studying the guidelines teachers must fully explain the requirements of the different phases of the PAT and the criteria, as indicated in the assessment tools and mark schedules, to the learners. This will ensure that learners and teachers have a common understanding of the assessment tools and what is expected of the learners. Teachers are requested to make copies of SECTIONS 3 TO 5 of this document and hand them with the assessment criteria to the learners not later than the first week in February. The products/models should not leave the classroom/workshop and must be kept in a safe place at all times when learners are not working on them. 2.4 Assessment and moderation of the PAT The PAT for Grade 12 is externally set and externally moderated, but internally assessed by the teacher and moderated by the internal moderator/HOD. 2.5 Assessment Frequent developmental feedback is needed to guide and support the learner to ensure that the learner is on the right track. Both formal and informal assessment should be conducted on the different phases of the PAT. Informal assessment may be conducted by the learner himself or herself, by a peer group, or by the teacher. Formal assessment should always be conducted by the teacher and the results will be recorded. The teacher must take into account the requirements of the assessment of all the phases of the PAT and therefore plan the assessment programme of the PAT accordingly. 2.6 Moderation During moderation of the PAT all phases of the PAT must be presented to the internal moderator as well as the external moderator. Where required the moderator should be able to call on the learner to explain the function and working principles and also request the learner to exhibit the skills acquired during practical sessions for moderation purposes. Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology: Civil Services 5 DBE/PAT 2020 NSC SECTION 3 3. GUIDELINES FOR THE LEARNERS CIVIL SERVICES TASKS The practical assessment task (PAT) consists of TWO phases to be completed over THREE terms. The PAT should be done over THREE terms starting in term 1 with phase 1 and phase 2. TIME SCHEDULE FOR THE COMPLETION OF THE PAT: It is recommended that learners and teachers use this time schedule to finish the PAT in the allocated time. TERM WORK TO BE DONE Term 1 Phase 1 Installation of a high-pressure geyser Term 1 Phase 2 Research, sketches and cutting list Term 2 Phase 2 Cutting of sheet metal and pipes for stand Term 3 Phase 2 Assembly of lamp. Learner's name: ____________________________________________________________ Time allowed: 1st to 3rd term 3.1 Instructions to the learner  This practical assessment task counts 25% of your final promotion mark.  All work you produce must be your own effort.  Use your discretion where dimensions and/or information have been excluded.  Where available you may use electronic equipment, e.g. cellphones, cameras and digital cameras to document your progress.  The product/model should not leave the classroom/workshop and must be kept in a safe place at all times when you are not working on it. Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology: Civil Services 6 DBE/PAT 2020 NSC 3.2 Phase 1 Term 1: Installation of a high-pressure geyser Term: 1 Duration of phase 1: 4 hours per learner Mark allocation: 20 marks Task: The DIAGRAM below shows the horizontal installation of a high-pressure geyser. Study the DIAGRAM and complete the installation of the geyser. EXPANSION WATER DRAIN 3 3 HOT WATER COLD OUT 5 4 WATER INLET 2 ALL PIPES 1 ARE 22 mm COPPER OR 6 GALVANISED DRIP TRAY 50 mm PVC DRAINPIPE PIPE FITTINGS: 1. High-pressure geyser 2. Temperature and pressure safety valve with outlet pipe 3. Vacuum breakers 4. Pressure control valve 5. Stopcock 6. Drain cock Instructions:  Use a pre-mounted high-pressure geyser to install the pipes and necessary fittings as indicated in the diagram above. NOTE:  All pipes should be cut to length by the teacher before the learner starts the installation.  The geyser and fittings do not have to be in working condition. It can be an old recycled geyser and the number of geysers needed will be influenced by the total number of learners that have to complete the task.  The drip tray and the drainpipe will be pre-installed and ready for the geyser to be placed on it. Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology: Civil Services 7 DBE/PAT 2020 NSC 3.3 Marking guidelines for phase 1 INSTALLATION OF A HIGH-PRESSURE GEYSER LEARNER'S NAME AND SURNAME: ________________________________________________ GOOD/ POOR/NOT AVERAGE LEARNER NO. ASSESSMENT CRITERIA EXCELLENT MARK ATTEMPTED JOINING OF FITTINGS: 8–10 4–7 0–3 LM 1.1 Correct connection of drain cock 1.2 Correct connection of vacuum breakers 1.3 Correct connection of stopcock Correct connection of temperature and pressure safety 1.4 valve 1.5 Connection of pressure control valve 1.6 Anti-syphon loop correctly installed JOINING OF PIPES: 14–20 7–13 0–6 LM 1.7 Pipes correctly placed and assembled TOTAL MARK OUT OF 80: CONVERTED MARK OUT OF 20: It is recommended that video clips and photos of the learner performing the task be kept electronically at the school and on a disc and or memory stick (backup). Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology: Civil Services 8 DBE/PAT 2020 NSC 3.4 Phase 2: Desk lamp Term: 1, 2 and 3 Duration: 20 hours Task: You are required to design and make a desk lamp with a lamp shade. Instructions:  Research different types of designs of desk lamps with lamp shades. The stand with base should be made from copper pipe or galvanised pipe or a combination of the two materials. The lamp shade should consist of a suitable conical polygon made from sheet metal.  Draw (freehand or with instruments) at least THREE designs of a desk lamp with a lamp shade.  Provide the final design with dimensions of the desk lamp with a lamp shade you are going to make.  Compile a schedule to show the stages and time frames for the making of the desk lamp with a lamp shade. Use the following specifications:  The stand with base should be stable enough to carry the weight of the lamp shade.  Use suitable fittings to join the pipes.  The shade of the desk lamp should consist of the development of any conical polygon. The development of the shade should have a lap joint and be soldered.  The development of the lamp shade should be drawn according to scale 1 : 1 to be used to make a template.  Provision must be made for the wiring of the light fitting. NOTE: Evidence of research, drawings, templates, stages in making as well as the model should be available for moderation. Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology: Civil Services 9 DBE/PAT 2020 NSC 3.5 Marking guidelines for phase 2 ASSESSMENT OF THE DESK LAMP LEARNER'S NAME AND SURNAME: __________________________________________________ NOT GOOD/ AVERAGE ASSESSMENT CRITERIA: LEARNER Adapt the criteria so that the base and stand is made first ATTEMPTED followed by the lamp shade EXELLENT MARK /POOR PLANNING 4–5 2–3 0–1 LM Evidence of research, drawings and dimensions on the preferred design of the base/stand Evidence of research, drawings and dimensions on the preferred design of the lamp shade Schedule to show the stages and time frames TOTAL: 15 FABRICATION OF STAND 8–10 4–7 0–3 LM Setting out/measuring of pipes/fittings for stand. Connecting pipes/fittings for stand by using appropriate methods. No obvious tool marks on pipes and fittings/No excess solder on pipes and fittings TOTAL: 30 FABRICATION OF BASE 4–5 2–3 0–1 LM Setting out/Measuring of pipes/fittings for base Connecting pipes/fittings for base by using appropriate methods No obvious tool marks on pipes and fittings/No excess solder on pipes and fittings TOTAL: 15 DRAWING OF DEVELOPMENT 12–15 8–11 0–7 LM Drawing of development of polygon for lamp shade TOTAL: 15 MAKING OF TEMPLATE AND MARKING OUT OF SHEET 4–5 2–3 0–1 LM METAL Making of template for development of lamp shade Marking of shape on sheet metal using template TOTAL: 10 Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology: Civil Services 10 DBE/PAT 2020 NSC AVERAGE NOT GOOD/ LEARNER ASSESSMENT CRITERIA EXELLEN ATTEMPT T ED/ POOR MARK CUTTING OUT OF SHAPES ON SHEET METAL 8–10 4–7 0–3 LM Cutting out of shapes for the lamp shade (correct use of tin snip and accuracy) TOTAL: 10 MANUFACTURING/BENDING/SHAPING 8–10 4–7 0–3 LM Correct use of plate bending machine/alternative method to bend lap joint and seams TOTAL: 10 JOINING 8–10 4–7 0–3 LM Lap joints/Seam lap joints of lamp shade Correct soldering technique Accuracy of alignment and placement of different parts of desk lamp when joining TOTAL: 30 FINISHING 4–5 2–3 0–1 LM Cleaning of joints and finishing/painting of final model TOTAL: 5 FINAL PRODUCT 4–5 2–3 0–1 LM Neatness and appearance of final product Functionality of finished product TOTAL: 10 INNOVATION AND CREATIVITY 4–5 2–3 0–1 LM The learner added features to improve the appearance and functionality of the desk lamp TOTAL: 5 GENERAL ASPECTS 4–5 2–3 0–1 LM Adherence to deadlines TOTAL: 5 GRAND TOTAL OUT OF 160: CONVERTED MARK OUT OF 80: Copyright reserved Please turn over

Civil Technology: Civil Services Downloaded from hlayiso.com 11 DBE/PAT 2020 NSC 3.6 Composite mark sheet Civil Services No. NAMES OF LEARNERS PHASE 1 PHASE 2 (MODEL) TOTAL CUTTING OUT OF SHAPES FABRICATION OF STAND FABRICATION OF BASE MAKING OF TEMPLATE MODERATED MARK GENERAL ASPECTS MODERATED MARK CONVERTED TOTAL MODERATED MARK MODERATED MARK MANUFACTURING/ INNOVATION AND FINAL PRODUCT TOTAL PHASE 2 DRAWING OF AND MARKING OUT OF GRAND TOTAL PHASE 1 TOTAL: 20 PLANNING ON SHEET METAL BENDING/SHAPING JOINING FINISHING CREATIVITY DEVELOPMENT SHEET METAL (P1 + P2) 20 20 20 15 30 15 15 10 10 10 30 5 10 5 5 160 160 80 80 100 100 1 2 3 4 5 6 7 8 9 10 TOTAL __________________________ __________________ Signature of (Teacher) Date SCHOOL STAMP ________________________ __________________ Signature of (Moderator) Date Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology: Civil Services 12 DBE/PAT 2020 NSC SECTION 4 4.1 Absence/Non-submission of task (What are the consequences?) The absence of a practical assessment task will be dealt with in accordance with the regulations as stipulated in the National Policy on Protocol for Assessment Grades R–12, page 6, chapter 3, paragraphs 7 and 8. The National Protocol for Assessment Grades R–12, chapter 3, paragraph 8, subsection (4) clearly states that the absence of a practical assessment task mark will result in the candidate registered for that particular subject, receiving an incomplete result. 4.2 Requirements for presentation The following should be presented by the candidate for assessment and moderation:  Phase 1: Mark sheet with evidence  Phase 2: Evidence of planning of the model  Phase 2: A completed model  The candidate's name and class must be clearly indicated on all components of the PAT.  Completed declaration of authenticity with school stamp The following document must be presented by the teacher for moderation:  A composite mark sheet (one composite mark sheet comprising all candidates' names and marks for all phases) 4.3 Recommended time frames for the completion of the PAT Term 1:  Phase 1  Phase 2 (part 1) (research, sketches, cutting list) Term 2:  Phase 2 (part 2) (cutting of sheet metal and pipes for stand) Term 3:  Phase 2 (part 3) (assembly of lamp) The product/model to be manufactured in the workshop under teacher supervision.  Declaration of authenticity NOTE: The learners should start with the model at the beginning of term 1 and complete it by the end of August. The teacher should properly plan and manage the available resources so that all learners will be busy with some part of the tasks throughout the year. Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology: Civil Services 13 DBE/PAT 2020 NSC 4.4 Declaration of authenticity NAME OF THE SCHOOL: ................................................................................. NAME OF LEARNER:....................................................................................... NAME OF TEACHER: ...................................................................................... SCHOOL STAMP I hereby declare that the practical assessment task submitted for assessment is my own, original work and it has not been submitted for moderation previously. SIGNATURE OF LEARNER DATE (SUBMITTED) As to my knowledge, the above declaration by the candidate is true and I accept that the work offered is his or her own. ______________________________________ _________________ SIGNATURE OF TEACHER DATE Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology: Civil Services 14 DBE/PAT 2020 NSC SECTION 5 5. CONCLUSION On completion of the practical assessment task learners should be able to demonstrate their understanding of the industry, enhance their knowledge, skills, values and reasoning abilities as well as establish connections to life outside the classroom and address real world challenges. The PAT furthermore develops learner's life skills and provides opportunities for learners to engage in their own learning. Copyright reserved